Effects of different video- or text-based reflection stimuli on pre-service teachers’ emotions, immersion, cognitive load and knowledge-based reasoning

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet


To reflect on ones own or other teachers teaching practices as well as on different reflection stimuli (e.g. videos or texts) can evoke different emotions and entail varying degrees of cognitive load and knowledge-based reasoning for pre-service teachers. Participants in this study were distributed to four groups (“memory”; "video+memory”; “video other”, and “text other”) and reflected online on classroom management facets. Pre-service teachers in the “video+memory” group reported significantly more immersion and enjoyment while reflecting than the other three groups. All groups showed a moderate level of germane load and there were no differences between the groups. Participants in the video+memory and memory group showed higher levels of knowledge-based reasoning than those who reflected on other teachers’ classroom practice. Enjoyment was a significant positive predictor of both immersion and germane load, whereas boredom was a negative predictor. Implications for future research and reflection processes during teacher education are discussed.

ZeitschriftStudies in Educational Evaluation
PublikationsstatusErschienen - 01.06.2023

Bibliographische Notiz

Funding Information:
We would like to thank the pre-service teachers who participated in this study. Furthermore, we are grateful to our student assistants Karoline Glimm, Johanna Meyn and Kristina Lindstedt for administering the blended-learning environment and coding data.

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